05-14-2015, 07:18 PM
10 basic steps in special education
When a child is having trouble in school, it is important to find out why. The child may have a disability. Under the law, schools must provide special assistance to eligible children with disabilities. This assistance is referred to special education and related services.
There's a lot to know about the process by which children are identified as having a disability and needs special education and related services. In this section of the website is devoted to CPIR, to help you learn about that process.
This brief overview is a great place to start. Here we distilled the process in 10 basic steps. If you have a large picture of the process, it is easier to understand many details about each step. We have pointed out in this review, where on our Web site, you can contact this more detailed information.
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Step 1. A child is defined as may require special education and related services.
There are two main ways in which children are identified as possibly needing special education and related services: System, known as child Find (which works in each State), and in one of the parents or school personnel.
Child Find. Idea requires each State to identify, locate and evaluate all children with disabilities in the State who need special education and related services. To do this, States have so-called child Find activities.
When a child is identified by child Find as possibly having a disability and as in need of special education, parents may be asked for permission to evaluate their child. Parents can also call the child find Office and ask that their child will be assessed.
Direction or request evaluation. School professional may ask that a child cannot be evaluated to see if he or she has a disability. Parents can also contact the teacher or other school professional child ask that their child will be assessed. This query can be a Word, but it is better to put it in writing.
Parental consent required before a child can be assessed. The idea of federal regulations, the assessment should be completed within 60 days after parents give consent. However, if the rules of the State's IDEA to give another schedule for the completion of the assessment, the term State is applied.
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Step 2. Child is assessed.
Score is an important first step in the process of special education for the child. It is designed to answer these questions:
Is there a child's disability, requiring the provision of special education and related services?
What are the specific educational needs of the child?
What special education services and related services that are suitable to meet these needs?
By law, an initial evaluation of the child must be "full and individual"-which is, focus on the child and the child. The evaluation should assess the child in all areas related to the perceived disability of the child.
The evaluation results will be used to determine the rights of the child to receive special education and related services and to decide on appropriate educational program for your child.
If the parents do not agree with the assessment, they have the right to take your child to an independent educational evaluation (IEE). They may ask that the school system pay for this IEE.
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Step 3. The right to decide.
A group of qualified professionals and parents look at the results of the evaluation of the child. However, they decide if the child is a "child with a disability" as defined in IDEA. If the parents do not agree with the decision of admissibility, they may ask for a hearing to challenge the decision.
Step 4. The child is eligible for services.
If the child is a child with a disability, as defined by IDEA, he or she eligiblefor special education and related services. Within 30 calendar days after the child is determined by the right team of professionals, schools and parents should meet to write individual education program (IEP) for the child.
Step 5. ELECTRIC meeting is planned.
The school schedule and convenes a meeting of the IEP. School staff must:
to contact participants, including parents;
notify parents early enough to ensure that they are able to attend;
schedule a meeting at the time and place to parents and the school;
tell parents the purpose, time and place of the meeting;
tell parents who will be attending; and
tell parents that they can invite people to a meeting who have knowledge or special expertise regarding the child.
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Step 6. MOT and MOT meeting was held on